As school districts respond to the new federal law, they also confront serious teacher shortages in many areas. Generally, these shortages are most prevalent in low-performing urban and rural schools and in shortage subject areas such as math, science, special education, and bilingual education. A shortage of minority teachers is also of concern to many districts. Tension exists between improving the quality and increasing the quantity of educators; since increasing professional requirements for teachers can decrease the number of available teachers.

The new paraprofessional requirements are already challenging school districts. Under NCLB, paraprofessionals must have two years of postsecondary education, or at least be able to demonstrate necessary skills on a "formal state or local academic assessment." All Title I paraprofessionals hired after January 8, 2000 must meet these requirements, and all Title I paraprofessionals must meet these requirements by the 2005-06 school year.

The subheading below provide summaries of important elements of NCLB:

• Definition of a Highly-Qualified Teacher Title IX, section 9101 - The term highly qualified, when referring to public school teachers teaching in the state, means that the teacher has obtained full state certification (including alternative certification) or passed the state teacher licensing examination, and holds a license to teach in such state.
• Charter Schools Title IX, section 9101 - To be considered highly-qualified, the teacher must meet the requirements set forth in the state's public charter school law. In addition, the teacher cannot have certification or licensure requirements waived on an emergency basis.
• Elementary Teachers Who Must be Highly Qualified When Hired Title IX, section 9101 - To be considered highly-qualified, a new elementary teacher must hold at least a bachelor's degree, and have passed a state test covering subject knowledge and teaching skills in reading, writing, mathematics, and other areas of the basic elementary school curriculum.
• Middle or Secondary Teachers Who Must be Highly Qualified When Hired Title IX, section 9101 - To be considered highly-qualified, a new middle or secondary school teacher must hold at least a bachelor's degree and have demonstrated a high level of competency in each of the teacher's subjects. The demonstration of competency requirement may be fulfilled by passing a state academic subject test in each of the subjects; or successful completion of an academic major, a graduate degree, coursework equivalent to an undergraduate academic major, or advanced certification or credentialing in each of the teacher's subjects.
• Veteran Teachers Title IX, section 9101 - To be considered highly-qualified, a veteran teacher must hold at least a bachelor's degree and either (a) meet the above standards for elementary, middle, and secondary teachers by completing coursework or passing a test; or (b) demonstrate competence in all the subjects the teacher teaches based on a high objective uniform state standard of evaluation. This state standard of evaluation:
• is set by the state for grade appropriate subject matter knowledge and teaching skills;
• is aligned with challenging state content and student achievement standards;
• provides objective, coherent information about the teacher's attainment of core content knowledge in the teacher's subjects;
• takes into consideration, but is not primarily based on, the time the teacher has been teaching the subject;
• is made available to the public upon request; and
• may involve multiple, objective measures of teacher competency.
• Timeline Title I, Part A, section 1119 (b) - States must develop plans with annual objectives to ensure that all teachers of core academic subjects are highly qualified by the end 2005-2006. States and local educational agencies (LEAs) must report annually, beginning with the 2002-03 school year, on progress toward this goal. Each plan:
• shall include an annual increase in the percentage of highly qualified teachers at each LEA and school, to ensure that all teachers in core academic subjects are highly qualified by the end of 2005-2006;
• shall include an annual increase in the percentage of teachers receiving high-quality professional development; and
• may include other measures that the state educational agency (SEA) determines to be appropriate.
Title I, Part A, section 1119 (a) - LEAs must ensure that all Title I teachers hired after the first day of the first school year following the date of enactment are "highly qualified." LEAs receiving Title I assistance shall develop a plan to ensure that all teachers teaching within the LEAs are highly qualified not later than the end of the 2005-2006 school year.
• Paraprofessionals Title I, Part A, section 1119 (c) - Paraprofessional requirements for Title I programs must be strengthened to include two years of postsecondary education, an associate's degree or higher, or, for an applicant with a high school diploma, the demonstration of necessary skills on a formal state or local academic assessment.
• Restrictions on Paraprofessionals Title I, Part A, section 1119 (g) - Paraprofessionals in Title I programs "may not provide any instructional services" except under the direct supervision of a teacher.

For additional information or interpretation of the legislation, see the links below:

National Governors Association Center for Best Practices-Summary of Paraprofessional Draft Guidance.
This document clarifies the specifics on paraprofessional requirements and restrictions, including assessment information.
http://www.nga.org/center/divisions/1,1188,C_ISSUE_BRIEF^D_4698,00.html

National Governors Association Center for Best Practices-Summary of Teacher Quality Draft Guidance.
This document explains the details of the teacher quality elements of the NCLB legislation, including the timelines, definitions of highly qualified teachers, needs for charter schools and vocational education teachers, bonuses and merit pay, plans for annual measurable objectives (required of each state and district), and consequences for failing to meet objectives.
http://www.nga.org/center/divisions/1,1188,C_ISSUE_BRIEF^D_4150,00.html

An interview with Eric Hirsch, Executive Director of the Alliance for Teaching Quality
Hirsch gives his thoughts about No Child Left Behind's teacher quality provisions. Issues Hirsch addresses include teacher preparation programs, including state incentives for students to become teachers; induction and mentoring programs for new teachers, and professional development for in-service teachers.
http://www.nga.org/center/divisions/1,1188,C_ISSUE_BRIEF^D_4194,00.html

NGA Center for Best Practices report
discusses strategies that can help governors transform teacher evaluation into a tool for improving instruction based on the requirements of NCLB. This Issue Brief suggests that evaluations that are linked to professional teaching standards and state academic standards are more effective at improving instructional practice and raising student achievement.
http://www.nga.org/center/divisions/1,1188,C_ISSUE_BRIEF^D_4732,00.html

A Quality Teacher in Every Classroom
This document outlines the key elements of NCLB related to teacher quality: (1) improving teacher quality, (2) enhancing the teaching profession and work environment, and (3) tools for teachers in specific areas of instruction.
www.whitehouse.gov/infocus/education/teachers/quality-teachers.pdf

No Child Left Behind? Then Leave No Teacher Unqualified
This article in the Southeast Center for Teaching Quality's Best Practices and Policies publication comments on the implications of NCLB for teacher training institutions and state education agencies.
http://www.teachingquality.org/newsletter/issues/v02/v02n01_page1.htm

Implications for Local Educators and Advocates for Latino Students, Families, and Communities
This document analyzes the implications of the No Child Left Behind legislation for Latino students.
http://www.nclr.org/policy/briefs/IB8No%20Child%20Left.pdf

Teaching Quality
This NCLB Policy Brief entitled "Teaching Quality" is part of a series of reports published by the Education Commission of the States to examine the impact of the new legislation on state policy.
http://www.ecs.org/clearinghouse/34/63/3463.pdf

A Consumer's Guide to Teacher Quality: Opportunity and Challenge in the No Child Left Behind Act of 2001
This publication of the National Council on Teacher Quality, is a series of briefing memos on key provisions of the new law that affect the way schools find, prepare, and pay their teachers. This document represents a conservative, but not necessarily Latino perspective on Teacher Quality.
http://www.nctq.org/press/2002_consumers_guide/index.html

An Educator's Perspective on Meeting the Highly Qualified Teacher Challenge
This is a response to the Department of Education report, suggesting that Secretary Paige's data does not meet the NCLB criteria for scientifically based research. The National Council for the Accreditation of Teacher Education sponsors the publication.
http://www.ncate.org/pubs/qt_f02.pdf

Frequently Asked Questions
This website is maintained by Westat, a contractor for the U.S. Department of Education, to provide technical assistance to states and institutions regarding the Title II reporting requirements.
http://www.title2.org/faq.htm

Questions? Betty Harrison bettyh@haysco.net